Increasing Trauma-Informed Awareness and Practices in Higher Education

2020 ◽  
pp. 17-28
Author(s):  
Kristen Doughty
Keyword(s):  
Higher Education ◽  
Childhood Trauma ◽  
Emotional Health ◽  
Educational Environment ◽  
Traumatic Experiences ◽  
Educational Strategies ◽  
Academic Goals ◽  
Social And Emotional ◽  
Trauma Informed ◽  
The Impact

Traumatic experiences across the lifespan impact an individual's physical, social and emotional health, and cognitive development. The effects of childhood trauma carry into the educational environment and impact the functions necessary to learn and achieve academic goals. There is an increased focus on trauma informed initiatives in various public and healthcare sectors, but these initiatives are lacking in higher education. A foundational understanding of trauma and trauma informed educational practices is necessary in supporting students. This chapter provides an overview of the impact of trauma, what it means to be trauma informed, and outlines trauma informed educational strategies.

Creating Trauma-Informed Schools

2019 ◽  
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Social Workers ◽  
Emotional Regulation ◽  
Current Knowledge ◽  
Traumatic Event ◽  
School Social Workers ◽  
Traumatic Experiences ◽  
Social And Emotional ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
The Impact

Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has been established in the scholarly literature, as has the need for trauma-informed schools and communities. School social workers are on the front lines of service delivery through their work with children who face social and emotional struggles in the pursuit of education. They are in a prime position for preventing and addressing trauma, but there are scant resources for social workers to assist in the creation of trauma-informed schools. This book will provide an overview of the impact of trauma on children and adolescents, as well as interventions for direct practice and collaboration with teachers, families, and communities. Readers of this book will discover valuable resources and distinct examples of how to implement the ten principles of trauma-informed services in their schools to provide trauma-informed care to students grounded in the principles of safety, connection, and emotional regulation. They will also gain beneficial skills for self-care in their work.

scholarly journals A Scoping Review of Trauma-Informed Curricula for Primary Care Providers

2021 ◽  
Vol 53 (10) ◽  
pp. 843-856
Author(s):  
Constance Gundacker ◽  
Tyler W. Barreto ◽  
Julie P. Phillips
Keyword(s):  
Primary Care ◽  
Patient Satisfaction ◽  
Health Outcomes ◽  
Primary Care Providers ◽  
The United States ◽  
Traumatic Experiences ◽  
Search Term ◽  
Care Providers ◽  
Trauma Informed ◽  
The Impact

Background and Objectives: Traumatic experiences such as abuse, neglect, and household dysfunction have a lifetime prevalence of 62%-75% and can negatively impact health outcomes. However, many primary care providers (PCPs) are inadequately prepared to treat patients with trauma due to a lack of training. Our objective was to identify trauma-informed approach curricula for PCPs, review their effectiveness, and identify gaps. Methods: We systematically identified articles from Medline, Scopus, Web of Science, Academic Search Premier, Cochrane, PsycINFO, MedEd Portal, and the STFM Resource Library. Search term headings “trauma-informed care (TIC),” “resilience,” “patient-centered care,” “primary care,” and “education.” Inclusion criteria were PCP, pediatric and adult patients, and training evaluation. Exclusion criteria were outside the United States, non-English articles, non-PCPs, and inpatient settings. We used the TIC pyramid to extract topics. We analyzed evaluation methods using the Kirkpatrick Model. Results: Researchers reviewed 6,825 articles and identified 17 different curricula. Understanding health effects of trauma was the most common topic (94%). Evaluation data revealed overall positive reactions and improved knowledge, attitudes, and confidence. Half (53%) reported Kirkpatrick level 3 behavior change evaluation outcomes with increased trauma screening and communication, but no change in referrals. Only 12% (2/17) evaluated Kirkpatrick level 4 patient satisfaction (significant results) and health outcomes (not significant). Conclusions: Pilot findings from studies in our review show trauma-informed curricula for PCPs reveal positive reactions, an increase in knowledge, screening, communication, and patient satisfaction, but no change in referrals or health outcomes. Further research is needed to examine the impact of trainings on quality of care and health outcomes.

The Role of the Supervisor in Creating and Maintaining an Emotionally Healthy Workplace

2022 ◽  
pp. 1715-1730
Author(s):  
Amy Tureen
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Emotional Health ◽  
Well Being ◽  
Organizational Cultures ◽  
Educational Model ◽  
Positional Power ◽  
The Impact ◽  
Health And Well Being

Supervisors, be they employed in higher education or in other industries, operate in capacities that allow them to shape organizational cultures within their departments, divisions, colleges, or broader units. Within the higher educational model, this means that supervisors are uniquely placed to counteract negative elements within the culture of academia, which historically has tended to prioritize individual competitive output, with alternative models that may offer improvements to the emotional health and well-being of higher education employees. This chapter seeks to describe the impact of stress on the health of workers, the employment stressors that are unique to higher education, and the processes by which supervisors in higher education can use their positional power to counteract said stressors and improve academic organizational cultures. The chapter includes practical suggestions for supervisors to enhance wellness and decrease emotional harm in scenarios common to the higher education workplace as identified via social media crowdsourcing.

Exploring How Trauma Is Addressed in Sexual Education Interventions for Youth: A Scoping Review

2020 ◽  
Vol 47 (6) ◽  
pp. 880-893
Author(s):  
Lisa S. Panisch ◽  
Monica Faulkner ◽  
Sofia B. Fernandez ◽  
Nicole M. Fava
Keyword(s):  
Sexual Health ◽  
Scoping Review ◽  
The United States ◽  
Health Interventions ◽  
Traumatic Experiences ◽  
Sexually Transmitted ◽  
Trauma Informed ◽  
Education Interventions ◽  
Intervention Content ◽  
The Impact

Traumatic experiences are common among adolescents and can negatively affect learning and increase the risk of early pregnancy, parenthood, and sexually transmitted infections. Little is known about how current sexual health interventions address trauma. A scoping review was conducted to gain insight into how trauma is addressed in adolescent sexual health interventions. Peer-reviewed studies from the United States published between 2008 and 2018 describing a sexual health intervention for youth were considered. Studies were analyzed to determine if and how trauma was addressed in the interventions. Out of 169 articles initially screened, 29 met inclusion criteria and 23% ( n = 6) addressed trauma. Four interventions addressed trauma in the intervention content, while two studies evaluated trauma in outcome measures. Educators can broaden this reach by developing trauma-informed content that is compatible with existing curricula. Ongoing study is recommended to evaluate the impact of trauma-informed content on the sexual knowledge, attitudes, and behaviors of youth.

The Impact of Depressive Symptoms and Traumatic Experiences on Quality of Life in Adults With ADHD

2016 ◽  
Vol 22 (5) ◽  
pp. 486-496 ◽  
Author(s):  
Swantje Matthies ◽  
Chiharu Sadohara-Bannwarth ◽  
Sebastian Lehnhart ◽  
Jan Schulte-Maeter ◽  
Alexandra Philipsen
Keyword(s):  
Quality Of Life ◽  
Depressive Symptoms ◽  
Childhood Trauma ◽  
Adult Adhd ◽  
Traumatic Experiences ◽  
Childhood Trauma Questionnaire ◽  
Childhood Experiences ◽  
And Gender ◽  
The Impact

Objective: We assessed factors influencing quality of life (QoL) in adults with ADHD. Method: QoL, traumatic childhood experiences, and depression were assessed using the Quality of Life Enjoyment and Satisfaction Questionnaire (Q-LES-Q), Childhood Trauma Questionnaire (CTQ), and Beck Depression Inventory (BDI), respectively, in 60 adult ADHD outpatients and 60 age- and gender-matched controls. Results: Emotional neglect or abuse had occurred significantly more often during childhood in adults with ADHD. Depressive symptoms were rated significantly higher by ADHD patients. QoL was significantly lower in adults with ADHD, and the variables depression, ADHD symptom severity, and traumatic load, accounted for ~60% of variance in overall QoL. Conclusion: QoL is significantly reduced in adult ADHD patients. Depressive symptoms and traumatic childhood experiences influence QoL. Treatment for adult ADHD patients should take the high interdependence of depressive symptoms, childhood trauma, and QoL into consideration.

scholarly journals SIMULATION IN HIGHER EDUCATION OF RUSSIA

2019 ◽  
pp. 21-27
Author(s):  
V.P. Babintsev ◽  
Ya.I. Serkina
Keyword(s):  
Higher Education ◽  
Education System ◽  
Negative Impact ◽  
Higher Education Institutions ◽  
Modern Society ◽  
Educational Environment ◽  
Communication Environment ◽  
Sociological Studies ◽  
Education Groups ◽  
The Impact

The article describes the characteristics of simulation practices in modern society, the causes of the emergence and spread of imitations in the education system. The authors identified and classified into five groups the indicators of distribution of simulation practices in higher education. Groups of indicators include the interpretation of the results of sociological studies of the spread of imitations in higher education institutions of different years, contain conclusions and assumptions about the causes and consequences of the occurrence of imitations. The results of the expert survey on the impact of simulation practices on the development of the communication environment in the educational space and the problems arising during this process are presented. Among the problems the article highlighted the tension in relations not only vertically but also horizontally, which ultimately has a negative impact on the formation of the corporate educational environment.

scholarly journals ‘Connecting with Young Men’: The Impact of Training in Ireland.

2020 ◽  
Vol 3 (1) ◽  
pp. e24-e35
Author(s):  
Paula Carroll ◽  
Noel Richardson ◽  
Billy Grace
Keyword(s):  
Service Providers ◽  
Emotional Health ◽  
Young Men ◽  
Work Practice ◽  
Training Programme ◽  
Support Service ◽  
Youth Workers ◽  
Related Services ◽  
Social And Emotional ◽  
The Impact

‘Connecting with Young Men’, Unit 6 in ENGAGE, Ireland’s National Men’s Health Training programme was developed to support service providers to engage young in mental health and related services. This study evaluated the impact of Unit 6 on front line service providers’ knowledge, skills, capacity, and practice pre and immediately post-training via questionnaire (n=206). At 1-month post-training interviews were conducted with youth workers (n=11), SPHE (social and emotional health curriculum) teachers (n=3), and sports personnel (n=3) (12-40 mins) to explore their experience of the training and its impact on practice. Overall, feedback regarding training satisfaction was largely positive (8.43±1.43/10). Participants self-reported level of knowledge (p=0.000), skills (p=0.000), capacity to engage (p<0.003) and identify priorities for young men (p<0.001), and success at convincing other service providers within (p<0.001) and beyond (p<0.000) their organization to prioritize engaging young men increased immediately post-training. Nota-bly, 57.3% of service providers said that they would integrate the training into their work practice. Critical components of Unit 6 included (a) the focus on understanding gender as a dynamic construct, (b) the use of experiential and interactive sessions, and (c) the integration of ongoing reflective practice. The provi-sion of more practical tips on ‘how’ to initiate and build relationships with young men as well as including young men’s voices would strengthen the training. Unit 6 has been effective in building capacity among service providers to engage young men. While assessing the longer-term impact of the training on practice is recommended, these findings have implications for those who wish to develop gender-sensitive services for young men elsewhere.

scholarly journals The Structure of Social Networks and Its Link to Higher Education Students' Socio-Emotional Loneliness During COVID-19

2021 ◽  
Author(s):  
Manuel D.S. Hopp ◽  
Marion Händel ◽  
Svenja Bedenlier ◽  
Michaela Gläser-Zikuda ◽  
Rudolf Kammerl ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Online Communication ◽  
Education Student ◽  
Emotional Experiences ◽  
Egocentric Networks ◽  
Social And Emotional ◽  
Emotional Loneliness ◽  
Digital Skills ◽  
The Impact

Lonely students typically underperform academically. According to several studies, the COVID-19 pandemic is an important risk factor for increases in loneliness, as the contact restrictions and the switch to mainly online classes potentially burden the students. The previously familiar academic environment (campus) as well as the exchange with peers and lecturers on site were no longer made available. In our study, we examine factors that could potentially counteract the development of higher education student loneliness during the COVID-19 pandemic from a social network perspective. During the semester, N = 283 students from across all institutional faculties of a German comprehensive university took part in an online survey. We surveyed their social and emotional experiences of loneliness, their self-reported digital skills, and their current egocentric networks. We distinguished between close online contacts (i.e., mainly online exchanges) and close offline contacts (i.e., mainly in situ exchanges). In addition, we derived the interconnectedness (i.e., the densities of the egocentric networks) and diversity (operationalized with the entropy) of students’ contacts. The results of correlation analyses and hierarchical linear regressions indicate that strong digital skills are related to both a higher number of online contacts and to lower social and emotional experiences of loneliness. Regardless of whether offline or online, the number of reported contacts is indicative of a lower experience of social loneliness. A well-connected network related to lower experiences of social but not emotional loneliness. Finally, findings suggest that homogenous networks tend to be related with lower experiences of both social and emotional loneliness. Overall, our study indicates that barriers to online communication might be mitigating factors to consider when assessing the impact of the COVID-19 pandemic on student loneliness.

Adverse childhood experiences and trauma informed care: treating the whole patient with a more complete osteopathic approach

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
T. Brian Marcoux
Keyword(s):  
Adverse Childhood Experiences ◽  
Medical Training ◽  
System Level ◽  
Traumatic Experiences ◽  
Childhood Experiences ◽  
Health Crisis ◽  
Trauma Informed Care ◽  
Adverse Childhood ◽  
Trauma Informed ◽  
The Impact

Abstract In 1998, a seminal study identified a strong connection between participants’ exposures to adverse childhood experiences (ACEs) and the development of risk factors for serious health conditions later in life. More than two decades later, leaders in both policy and health care professions now appreciate the impact of social determinants of health, including the enormous societal costs incurred by deleterious experiences, and recognize that treating illness begins with prevention in early childhood. The trauma informed care (TIC) model offers a treatment approach that lends consideration to the traumatic experiences that impact a given patient and allows for more complete treatment by their physician. Delivering care under the TIC model encourages trauma identification, early intervention, system level awareness and policy change, and avoiding retraumatization in the therapeutic setting. Various programs across the country seek to employ these methods at the community, state, and federal level. Several programs aimed at introducing medical students to these principles have contributed to an incorporation of TIC within the physician pipeline. In this Commentary, the author proposes an expansion of the Tenets of Osteopathic Medicine with a fifth principle—considering the implications of a patient’s past formative experiences, their present life circumstances, and their future prospects—as a vehicle for instilling TIC principles ubiquitously throughout osteopathic medical training to develop physicians who treat the whole person more completely and are better equipped to manage this public health crisis.

scholarly journals Mental Health Stressors in Higher Education Instructors and Students in Mexico During the Emergency Remote Teaching Implementation due to COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Rogelio Zapata-Garibay ◽  
Jesús Eduardo González-Fagoaga ◽  
Ahmed Ali Asadi-González ◽  
Julio Román Martínez-Alvarado ◽  
Silvia M. Chavez-Baray ◽  
...  
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Health Workers ◽  
Emotional Health ◽  
Signs And Symptoms ◽  
Learning Model ◽  
Teaching Model ◽  
Academic Activities ◽  
Teaching Learning ◽  
The Impact

The COVID 19 pandemic has had a significant impact on the physical and emotional health of the population. In the case of specific populations, such as students and instructors, the change in the teaching-learning model has required both groups to adapt to online learning platforms and modify all academic activities in the context of implementing the emergency remote education model. The relevance of mental health has been continually neglected; however, due to the COVID-19 epidemiological outbreak, the impact of confinement on populations’ mental health has been incorporated into public discussion. In particular, the health emergency’s impact on health workers in the first line of care has been highlighted. The effect of mental health on the lockdown population and those encouraged to work from home, a group in which university professors and students are located, has been emphasized. To understand the changes faced by higher education instructors and students, derived from the implementation of the emergency remote teaching model in the context of the pandemic, we developed a study to investigate the experiences of this sector, with particular emphasis on the mental health stressors associated with their academic activities. We examined indicators related to anxiety, depression, motivation-demotivation, coping, and contextual and family conditions that could generate stress in the teaching-learning process during the emergency remote teaching model. We recruited a sample of 1,040 participants (380 instructors and 660 students) from more than 97 universities and 118 academic programs across the country. As a result, we have found that teachers have faced less difficulty with the teaching-learning model changes and how they deal with confinement. Similarly, this study has identified that women in general, both instructors and students, have more significant signs and symptoms related to mental health conditions, while men, both instructors, and students, resent the lack of socialization in the work and study centers environments.

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